Maine Effective School Library Program Standards
Maine Effective School Library Program Standards
Prepared by the Maine Association of School Libraries Committee on Library Standards
July 2017
Maine Effective School Library Program Standards
Prepared by the Maine Association of School Libraries Committee on Library Standards
July 2017
Overview
The aim of these Maine School Library Program Standards is to provide an aspirational road map to excellence in quality school library programs. Changes in technology, pedagogy and philosophy have wrought fundamental shifts in the services and functions of a school library program. While some school libraries in the state function primarily as literacy resources and material management centers, others are focusing on information literacy and technology integration, while still others are embracing the maker movement and fostering partnerships with civic, crafts and business organizations to expand learning opportunities beyond the walls of the school.
All of these pursuits are worthy endeavors for a school library program, but no one library can excel in all areas simultaneously. Rather, the intentionally planned and administered library program works with school and district leadership to determine the most relevant and necessary areas of growth for its school based on the learning needs of the student population, local resources, staffing and physical space.
Highly effective school library programs cannot be created by a single individual. They are built through a common mission, vision, and investment by the whole school community. The activities of the library program are guided by its mission and vision statements, which align with school and district goals for student achievement. It is our intention to create clear, concise and actionable standards for the planning and evaluation of elementary, middle, and high school library programs. Our vision is that these program standards will provide a common language to help librarians and administrators work together to select areas of focus for future growth.
We have divided 22 standards into three domains, reflecting various areas of school library service: 21st Century Learning, Learning Commons Approach, and School Librarians as Leaders. The standards within each domain are subdivided into three levels of implementation: developing, effective, and highly effective. The highly effective designation is meant to be a rigorous standard of excellence that goes beyond what would be expected of an average school library program. Additionally, each standard lists “Examples of Evidence” that illustrate how a standard may be implemented in practice. These are intended as examples only, as there are many ways to realize the ideals stated in the standard.
Table of Contents
Domain I. 21st-Century Learning: Curriculum Design, Instruction and Assessment Overview 6
Domain I. 21st-Century Learning: Curriculum Design, Instruction and Assessment Standards 7
Domain II. The Library as Learning Commons: Collection Development and Library Management Overview 13
Domain II. The Library as Learning Commons: Collection Development and Library Management Standards 14
2A. Materials and Resources 14
2G. Library Media Specialist (LMS) 21
Domain III: Librarians as Leaders: Professional Development and School Leadership Overview 24
Domain III. Librarians as Leaders: Professional Development and School Leadership Standards 25
3A. Professional Development 25
3B. Instructional Leadership 26
3D. Ethical Use of Information 28
3E. Program Planning and Evaluation 29
3F. Communication & Reporting 30
Endorsement Letter from Maine Library Commission & Maine State Library 34
Library Media Specialist (LMS) and Library Media Program Staff (LMPS): We intentionally use the term Library Media Specialist (LMS) in places where professional certification is required. As professional educators, Library Media Specialists can design curriculum and assessments and collaborate with other professional colleagues. They have specialized training in collection development and learning commons philosophy. Library Media Program Staff (LMPS) may include librarians, educational technicians and/or clerks. Library Support Staff (LSS) may be responsible for the materials management of a library program and, per Maine Department of Education guidelines, provide instruction under the guidance of a professional in accordance with their certification.
Library Media Program: The Library Media Program (LMP) encompasses the activities of the library and its staff. Depending on the school, this will include the technology resources and staff.
Learning Commons: A learning commons expands the use of a traditional library from a repository for physical materials to a flexible, technology-rich, shared space for a school community to learn, create and collaborate.
Inquiry-Based Learning: Inquiry-based learning is an active learning model based on constructivist theory. It emphasizes students actively asking questions and seeking meaningful answers, rather than being presented with established facts. The teacher is viewed as a facilitator of the inquiry-process, providing metacognitive strategies and reflection tools.
Information Literacy: In the Information Literacy Competency Standards for Higher Education, the ALA defines information literacy as “a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.” Information literacy forms the basis for lifelong learning. It is common to all disciplines,learning environments, and levels of education. It enables learners to master content, extend their investigations, become more self-directed, and assume greater control over their own learning.
The Association of College and Research Libraries states that an information literate individual is able to:
Information literacy is increasingly important in the contemporary environment of rapid technological change and proliferating information resources. Because of the escalating complexity of this environment, individuals are faced with diverse, abundant information choices--in their academic studies, in the workplace, and in their personal lives. Information is available through libraries, community resources, special interest organizations, media, and the Internet--and increasingly, information comes to individuals in unfiltered formats, raising questions about its authenticity, validity, and reliability. In addition, information is available through multiple media, including print, audio and text, and these pose new challenges for individuals in evaluating and understanding it. The sheer abundance of information will not in itself create a more informed citizenry without a complementary cluster of abilities necessary to use information effectively.
Digital Literacy: For the purposes of this document, digital literacy is a part of the broader term information literacy (defined in detail above). The American Library Association Digital Task Force defines digital literacy as, “Digital Literacy is the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills.” http://connect.ala.org/node/181197
Flexible/Fixed Schedule: Information and digital literacy instruction, facilitated by the LMPS, is best taught across grade levels in collaboration with classroom teachers. Flexible scheduling on an as needed basis, as opposed to a scheduled recurring library class, allows the information literacy skills to be taught in context and promotes collaboration between teachers and the school librarian.
Works Cited:
“Digital Literacy Definition.” Digital Literacy Definition | ALA Connect, connect.ala.org/node/181197.
“Information Literacy Competency Standards for Higher Education.” ALA | Information Literacy Competency Standards for Higher Education, 20 July 2007, www.ala.org/Template.cfm?Section=Home&template=/ContentManagement/ContentDisplay.cfm&ContentID=33553#f1.
“Information Literacy Competency Standards for Higher Education.” American Library Association, 1 Jan. 2000, www.ala.org/acrl/standards/informationliteracycompetency.
The work of the Library Media Program spans the academic disciplines, but falls loosely in the categories of: information literacy, literacy support, and digital citizenship. Research has shown that these skills are best retained and generalized by students when they are taught collaboratively and systematically integrated into the curriculum across disciplines and grade spans.The primary function of a Library Media Program is to improve student learning outcomes. School librarians manage access to educational resources, provide alternative learning spaces, to create a culture of reading and inquiry, and provide direct instruction on 21st-Century Skills.
Domain I addresses the various areas of curriculum design and instruction LMPS are uniquely trained to provide. The role of the LMS may vary by school and available resources, but may include providing direct instruction and assessment, co-teaching, training classroom teachers, or working with district staff on curriculum design.
School libraries have strived to help students become independent lifelong learners. They support the Maine Guiding Principles, or skills of the 21st-Century Learner, by working alongside teachers administrators, and parents to prepare students for college and careers as well as lives of civic engagement, positive social interaction, and creative pursuits.
1A. CurriculumStudents will receive comprehensive instruction on information and digital literacy following an inquiry-based process across grade levels and content areas. | ||
Highly Effective | Effective | Developing |
The LMS ensures that all students receive effective information and digital literacy instruction in collaboration with a classroom teacher across content areas. District has developed curricula with embedded information and digital literacy skills. | LMPS provides information and digital literacy instruction in specific content areas. District is developing curricula with embedded information and digital literacy skills. | LMPS occasionally provides information and digital literacy skills to portions of the student population without following any documented scope and sequence. |
Examples of Evidence
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Domain I. 21st-Century Learning: Curriculum Design, Instruction and Assessment Standards continued
1B. Collaborative PlanningLMS will collaborate with teachers to develop curriculum, integrate standards into classroom instruction, and co-teach information and digital literacy skills in the classroom. | ||
Highly Effective | Effective | Developing |
LMS regularly attends curriculum planning meetings with and plans and co-teaches units of study with classroom teachers. | LMS attends some curriculum planning meetings and plans and co-teaches units of study with classroom teachers. | LMPS uses the existing school curriculum to develop library lessons. |
Examples of Evidence
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Domain I. 21st-Century Learning: Curriculum Design, Instruction and Assessment Standards continued
1C. InstructionThe LMS is an expert co-teacher and instructional leader, advocating for personalized, rigorous inquiry-based learning opportunities to ensure that all students develop skills to ask questions, evaluate sources, use information responsibly, and self-assess their learning process. | ||
Highly Effective | Effective | Developing |
All students have multiple opportunities to identify and pursue interests using an inquiry-based process in collaboration with the LMS. Students think critically and assess their own learning. Learning is structured for active engagement and is differentiated to challenge and support all students. | All students have the opportunity to pursue interests using an inquiry-based process in collaboration with the LMPS. Students think critically and assess their own learning. Learning is structured for active engagement and is differentiated to challenge and support all students. | Some classes have the opportunity to take part in inquiry-based research projects in collaboration with the LMPS, and/or students take part in research projects that are not inquiry-based. |
Examples of Evidence
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Domain I. 21st Century Learning: Curriculum Design, Instruction and Assessment Standards continued
1D. AssessmentLMS develops a consistent means of assessing students based on the curriculum and standards in conjunction with teachers. | ||
Highly Effective | Effective | Developing |
Student progress is evaluated by formative and summative assessments developed and administered by the classroom teacher in conjunction with the LMS. | Student progress is formatively assessed by LMPS under guidance of a LMS. Summative assessments are limited or developed and administered by the classroom teacher. | Student progress is monitored by the LMPS through formative assessments given in various content areas and reported to students through ongoing, informal classroom feedback from the LMPS. No summative assessment is administered. |
Examples of Evidence
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Domain I. 21st-Century Learning: Curriculum Design, Instruction and Assessment Standards continued
1E. Reader AdvisoryLMS encourages students to become independent, lifelong readers by promoting reading, providing access to diverse and leveled resources, and organizing school-wide literacy events. | ||
Highly Effective | Effective | Developing |
LMP sponsors school-wide literacy events and encourages and motivates students and adults to read for pleasure and independent learning. Reading culture extends beyond school to broader community, involving students, teachers, parents, community members, and public libraries. The LMPS are seen as the school’s experts in recommending reading materials for students, teachers and curriculum support. | LMP sponsors school-wide literacy events and encourages and motivates students and adults to read for pleasure and independent learning. The LMPS are seen as a resource in recommending reading materials for students, teachers and curriculum support. | LMP promotes reading through library displays, special events in the library and/or read-alouds. |
Examples of Evidence
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Domain I. 21st-Century Learning: Curriculum Design, Instruction and Assessment Standards continued
1F. Literacy InstructionLMP reinforces literacy strategies as outlined by district literacy goals. | ||
Highly Effective | Effective | Developing |
LMP instruction reinforces district approach to reading instruction. LMS collaborates with literacy specialists, special education staff, and classroom teachers to develop targeted, rigorous, and differentiated instructional strategies. Literacy skills are intentionally taught/reinforced during instruction, and reading instruction is embedded in information literacy lesson plans. | LMP instruction reinforces district approach to reading instruction. Literacy skills are intentionally taught/reinforced during instruction, and reading instruction is embedded in information literacy lesson plans. | LMP reinforces literacy skills when possible during instruction, book groups and in information literacy lesson plans. |
Examples of Evidence
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Traditionally Library Media Programs have been spaces where students and staff could access books, individual and small group study areas, copiers, computers, and audiovisual materials and equipment. As our tools and methods of teaching and learning have expanded, so too have the kinds of spaces and materials that are available in school libraries. The common term for the 21st Century Library is the Learning Commons, which embraces a philosophy of dynamic learning spaces, seamlessly integrated with the latest technology where learners not only access and consume information, but also create new information. The Learning Commons model will have flexible spaces, with furniture that can be easily moved, 24-hour access to digital materials available through a dynamic presence on both the web and social media, and technology for creating, combining, and presenting all forms of media. Library Media Programs might also host makerspaces, 3D printers, video and music production studios, in addition to collections of high-interest and up-to-date books and periodicals.
Library Media Programs provide access to materials and resources that support rigorous and relevant learning opportunities for all students and staff. An investment in the school library positively affects all the members of the school community, regardless of ability, curriculum, or background. Highly effective school libraries serve to “level the playing field” for learners of diverse populations and provide a welcoming safe space for the entire school community.
Highly Effective Library Media Programs extend learning opportunities beyond the walls of the school. They provide spaces for speakers and visiting artists, and access to virtual meetings and learning opportunities through digital technologies. The Library Media Program connects students a staff to relevant resources through expertise in connecting through the use of social media. The Library Media Specialist curates digital resources through well-designed research guides, carefully selected databases, and through social media and other current technologies.
2A. Materials and ResourcesStudent needs for learning resources are met through well-developed collections of materials in a variety of formats. | ||
Highly Effective | Effective | Developing |
The LMP maintains a comprehensive, diverse, and up-to-date collection in multiple formats built collaboratively based on district collection development policy and the library mission. The collection is evaluated continuously to support standards, curriculum and diverse learning needs. The collection is weeded regularly to maintain relevance, accuracy, and current interest and holds 15-25 print, digital, and electronic titles per student. | The LMP maintains a comprehensive diverse, up-to-date collection in multiple formats built based on district collection development policy and the library mission. The collection supports standards and curriculum with some student and faculty input. The collection is weeded regularly to maintain relevance, accuracy, and current interest and holds 10-15 print and electronic titles per student, including resources for students with special needs. | The collection is built following district approved selection policy and library mission. The collection is weeded regularly to maintain relevance, accuracy, and current interest and holds 5-9 print and electronic titles per student. |
Examples of Evidence
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Domain II. The Library as Learning Commons Standards continued
2B. AccessStudents have flexible and equitable access to the library and its resources, which support their academic and personal learning and meet diverse learning needs. Library materials are considered part of the school curriculum and effort is made to provide free and open access. | ||
Highly Effective | Effective | Developing |
The digital and print collections are organized in response to student and school staff interests and needs. Stakeholders develop policy and procedures collaboratively to ensure collections, resources, and services are available to all learners during and after the school day, including continuous remote access to all electronic materials. | The digital and print collections are developed in response to student and school staff interests and needs. The collection includes a range of easily accessible resources, technologies, and services, which meet diverse student information needs. Organization of the Learning Commons allows for flexibility to meet changing needs and encourages independent use and discovery. | Student and school staff interests and needs are considered in the development of digital and print collection. Collection effectively uses and maintains a logical system for organizing and making information available to students and staff. |
Examples of Evidence
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Domain II. The Library as Learning Commons Standards continued
2C. FundingThe LMP has adequate, sustained funding to support students in attaining the learning standard and achieve school mission, goals and objectives. The LMPS acts as a responsible steward of its funds, making careful and judicious purchases and seeking out free resources and outside funding opportunities whenever possible. | ||
Highly Effective | Effective | Developing |
LMS proposes a budget that reflects an understanding of school community priorities so as invest in resources that support student learning. Budget is supported with district funding that meets identified collection, facility, and staffing needs as described under "Highly Effective" in this document. The LMPS regularly revisits vendor pricing options. LMPS seeks out free materials and additional sources of funding to supplement budget. | District makes a strategic investment in the LMP. District supports budget to meet identified collection, facility, and staffing needs as described under "Effective" in this document. The LMPS spends funds based on circulation data, curriculum needs, and collection statistics, regularly investigates vendor offers, and pursues discounted material. | LMPS is consulted on budget and funding needs. District supports budget to meet identified collection, facility, and staffing needs as described under "Developing" in this document. LMPS spends allocated funds each year on materials for the library. |
Examples of Evidence
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Domain II. The Library as Learning Commons Standards continued
2D. SpaceLMP facility is conducive to learning and flexible in meeting the needs of students and the community. | ||
Highly Effective | Effective | Developing |
LMP facility is inviting, large, and versatile, with space to accommodate multiple groups and individuals with different learning styles simultaneously. Furniture, shelving, displays, lighting, and technology allow for safe, flexible use, including by individuals with disabilities. The facility is dedicated to LMP use. | LMP facility is barrier-free, accessible to all, including individuals with disabilities. Furniture, shelving, displays, lighting, and technology accommodate simultaneous use by whole classes, small groups, and individuals. The facility is dedicated to LMP use, and is rarely disrupted for other purposes. | LMP facility is accessible to individuals with disabilities. Furniture, shelving, lighting, and technology are functional, but limited in accommodating whole groups, and individuals simultaneously. The facility is dedicated to LMP use, but is sometimes disrupted for other purposes. |
Examples of Evidence
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Domain II. The Library as Learning Commons Standards continued
2E. EnvironmentStudents seek opportunities to participate in the school’s LMP, a recognized center of learning and diversity that fosters an atmosphere of exploration, interaction, reading, and personal expression. | ||
Highly Effective | Effective | Developing |
A stimulating environment makes the LMP a focal point of learning; LMP resources encourage discovery, exploration and independent study; a variety of spaces accommodate different learning styles; LMP proactively provides access to individuals with disabilities and resources in different levels and languages. | LMP provides respectful environment: Users feel welcome to research, read, and work independently; LMP is active in meeting user needs; space is organized, easy to navigate, resources are at different levels, and accessible to individuals with disabilities. | LMP is quiet, clean, functional, and used mainly for classes. LMP is reactive in meeting user needs; there is limited variety of resources at various levels, with accessibility in development. |
Examples of Evidence
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Domain II. The Library as Learning Commons Standards continued
2F. TechnologyThe LMP integrates technologies that impact student achievement into teaching and learning. | ||
Highly Effective | Effective | Developing |
Educational technology designed to impact student achievement is seamlessly integrated into instruction districtwide. Curriculum materials are accessible by the whole school community in multiple formats and languages. LMS provides leadership in evaluation and implementation of instructional technologies. | Up-to-date instructional technology and assistance is available for classroom teachers and students through the LMP. LMP operations are completely automated: Web presence is dynamic and current; technology is regularly used as a learning and literacy platform in most content areas. | Access to audio, video, and instructional technology through LMP is limited and provided only to classroom teachers. Automation technology is used for circulation management and access to the LMP catalog. LMP web presence provides limited access to resources for students. |
Examples of Evidence
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Domain II. The Library as Learning Commons Standards continued
2G. Library Media Specialist (LMS)Student learning is improved through access to a certified LMS. | ||
Highly Effective | Effective | Developing |
Students have access to skilled LMP instruction as a component of all subjects. LMP is staffed full-time by a certified LMS, in a ratio of approximately 1 to 500 students, with well-qualified, adequate support staff to meet the program needs. | Students have access to skilled LMP instruction as a component of many subjects. LMP is staffed by a full-time certified LMS, in ratio of approximately 1 to 700 students, with support staff adequate to meet program needs. | Some students have access to skilled LMP instruction as a component of some subjects. LMP is staffed by a certified LMS and support staff, but support staff is part-time or in sufficient ratio to meet student instructional program needs. |
Examples of Evidence
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Domain II. The Library as Learning Commons Standards continued
2H. Support StaffStudent learning is improved through access to well-qualified support staff guided by a certified LMS. Some programs, facilities, and levels of service will require more than one support staff member for each professional. | ||
Highly Effective | Effective | Developing |
At least one full-time qualified educational technician or clerk is available to the LMP. Support staff provide assistance to students and faculty with non-instructional library needs, oversee the daily operations of the LMP, offer additional library and technical support. Educational technicians effectively support instruction under the guidance of the LMS. | A full-time qualified educational technician or clerk is available to the LMP. Support staff provides assistance to students and faculty with non-instructional library needs, oversees the daily operations of the LMP, and offers additional library and technical support. | Limited support staff is available to provide assistance to students and faculty with non-instructional library needs, to support the daily operations of the LMP,or to offer additional support. Or support staff is not effective at fulfilling these functions. |
Examples of Evidence
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Domain II. The Library as Learning Commons Standards continued
2I. ScheduleThe LMP operates on a flexible schedule throughout the school day to allow equitable and responsive school community access to library staff and resources. | ||
Highly Effective | Effective | Developing |
Students have access to LMP throughout the entire school day for a variety of resource needs through a flexible schedule. The LMS schedule includes common meeting time with school staff, library colleagues and administrators. Support staff supervises LMP when LMS is teaching or meeting. Library and staff are available beyond the regular school day. | Mix of fixed and flexible access is maintained based on student and curriculum needs; LMP is sometimes used to provide classroom teacher planning time; planning collaborative instruction to meet student needs is in development. The LMPS schedule sometimes includes common meeting time with school staff, library colleagues and administrators. | The LMP maintains a fixed schedule of instruction for all students. The LMPS can occasionally meet with school staff, library colleagues and administrators. |
Examples of Evidence
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The highly effective Library Media Specialist is a leader in the school community. This domain of the program standards focuses primarily on the Library Media Specialist and the role that he or she serves in the school community.
With professional training both in library science and education, a Maine state certified Library Media Specialist is a uniquely trained staff member, and as such, he or she can play a strong role in helping to guide instruction in the school community at-large.
The Library Media Specialist is recognized as a resource for all members of the school, including teachers and students, administration, support staff and families. Being visible, trusted and respected is an important part of being an effective school librarian.
The leadership of a Library Media Specialist can take many forms in response to the needs of the school and direction of the administration. Library Media Specialists might serve on building leadership teams, enrichment committees, curriculum teams, or similar professional groups. They might provide staff development on the meaningful use of technology, the stages of the inquiry process, skills for 21st-century learners, or children’s and young adult literature. LMS are often building leadership on the ethical use of information, including protecting intellectual property, ensuring intellectual freedom, and protecting the safety and privacy of students online.
Additionally, a Library Media Specialist commonly manages paraprofessional and volunteer staff members. The Library Media Specialist has a clearly articulated vision and goals for the library program and effectively guides the work of other Library Media Program staff towards that end.
Finally, because a Library Media Specialist has a unique role in the school community, it is important that he or she maintains active professional relationships with librarians within and beyond his or her school district. The Library Media Specialist may seek to work with other district librarians, participate in state organizations (e.g. MASL, ACTEM, and ISTE) or engage in social media networks. Being aware of new technologies and resources to share with the school community, as well as the standards that guide school library programs, is an essential part of the highly effective Library Media Specialist’s job.
3A. Professional DevelopmentLMPS participates in professional development to help improve student outcomes. | ||
Highly Effective | Effective | Developing |
LMS provides and attends professional development for local (district), regional, state and national professional organizations in the areas of: curriculum, instruction, new resources, information access, and technology for student learning. | LMPS attend professional development and conferences, provides in district professional development activities, and seeks opportunities for advanced education. LMPS participate in professional organizations. | LMPS participation in professional development, conferences, professional organizations, or ongoing advanced educational study is limited or nonexistent. |
Examples of Evidence
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Domain III. Librarians as Leaders: Professional Development and School Leadership Standards continued
3B. Instructional LeadershipThe Library Media Specialist is a leader in school-based initiatives that affect student learning. | ||
Highly Effective | Effective | Developing |
LMS is an active leader in the school community in the areas of pedagogy, curriculum, technology, and research-based practice. LMP intentionally aligns with district curriculum and state and national standards. | LMS is aware of school priorities, provides input to the leadership team, participates in some professional development, helps arrange PD for staff upon request by administration; LMPS participates in district library initiatives, resource sharing and professional development activities. | LMP has limited involvement in establishing school priorities and instructional goals, seldom participates in or offers professional development in use of LMP resources, and does not participate in district level professional development. |
Examples of Evidence
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Domain III. Librarians as Leaders: Professional Development and School Leadership Standards continued
3C. Administrative SupportThe Library Media Program is supported by the collaborative efforts of the library media program staff, administration, and school community. | ||
Highly Effective | Effective | Developing |
LMP evaluation and goals are implemented with administrative input. LMS meets regularly with administration on the role of LMP as integral to district goals. Administration actively supports LMS collaboration with classroom teachers. | Administration supports LMP fiscally, verbally, programmatically, at building, district, and regional levels. LMS and administration meet occasionally to define LMP goals. Administration supports LMS role in teaching information literacy skills in curriculum. | LMP and administration occasionally meet to discuss LMP goals and objectives. The administrator has limited awareness of goals and activities of the LMP. |
Examples of Evidence
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Domain III. Librarians as Leaders: Professional Development and School Leadership Standards continued
3D. Ethical Use of InformationThe Library Media Program provides instruction and leadership to the school community on intellectual freedom, intellectual property and privacy. | ||
Highly Effective | Effective | Developing |
LMS participates in maintaining clearly articulated, up-to-date school/district policies on the ethical use of information. LMS provides school leadership, staff development and student instruction on ethical use of information, intellectual property and technology. | LMPS upholds school/district policies on ethical use of information. LMPS models ethical use of information for staff members and provides instruction to students on the ethical use of information, intellectual property and technology. | LMPS upholds school/district policies on ethical use of information. LMPS provides students with informal instruction on the ethical use of information, intellectual property and technology. |
Examples of Evidence
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Domain III. Librarians as Leaders: Professional Development and School Leadership Standards continued
3E. Program Planning and EvaluationProgress in student achievement in the library media program is monitored, assessed, and analyzed to inform decisions. | ||
Highly Effective | Effective | Developing |
LMP is built on a long term comprehensive strategic plan developed collaboratively with the school community, and aligned with district goals and objectives, and includes ongoing, evidence-based evaluation. | LMP has a short range plan developed annually to address program design and resource needs. The plan takes into consideration evidence of learning and school and district mission and goals. Program evaluation and goal setting processes take place regularly. | LMP operates in isolation, has a short term, unarticulated plan for program needs and goals, and has little or no organized collection and evaluation of evidence of learning. |
Examples of Evidence
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Domain III. Librarians as Leaders: Professional Development and School Leadership Standards continued
3F. Communication & ReportingImpact of library media program policies and services on student achievement is communicated throughout the school community. | ||
Highly Effective | Effective | Developing |
The impact of LMP policies and services on students is frequently, promptly, and efficiently communicated using a wide variety of communications tools to promote LMP services to the school community, teachers, students, parents, and district administration. | The impact of LMP policies and services on students is regularly, and efficiently communicated using a variety of communications tools to promote LMP services to teachers, SLS, and school administration. | Little or no communication with regard to the impact of library media program policies, procedures, or services impact on students is in evidence, or limited and infrequent use of available avenues for communication. |
Examples of Evidence
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Domain III. Librarians as Leaders: Professional Development and School Leadership Standards continued
3G. Program AdvocacyA focus on student achievement guides an advocacy plan that builds support of decision makers, and actively seeks resources and funding, for a highly effective school library program. | ||
Highly Effective | Effective | Developing |
LMP actively follows a written, coordinated, comprehensive action plan for creating support, obtaining resources and funding, and marketing the LMP within the greater school community; the action plan is evaluated and reviewed annually. The advocacy plan reflects the goals of the larger school and district community in terms of student academic achievement. | LMP advocacy plan clearly addresses school and administrative goals in regards to student achievement. The school community receives regular updates on LMP resources and services; opportunities to advocate for LMP are welcomed when offered; there is a plan for regular assessment of school needs and LMP responses. | LMP has no organized plan for creating support within the school community; little information about LMP is available upon request; there is little or no marketing or promotion of LMP. |
Examples of Evidence
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Project Lead: Jennifer Stanbro: South Portland School Department K-5 Library Information Integrator; K-12 Library Department Coordinator; MASL Advocacy Chair; Contact information: stanbrje@spsdme.org
Contributors:
Megan Blakemore: South Portland School Department Dyer Elementary School K-5 Library Information Integrator
Amy Denecker: Windham High School, School Librarian
Amanda Kozaka: Cape Elizabeth Middle School, Library and Instructional Technology Specialist, MASL President-Elect
Cathy Potter: Falmouth Middle School, School Library Media Specialist, MASL Secretary
Meg Rooks: Portland Public Schools, Middle School Library Media Specialist
Amy Ryder: RSU 73 Spruce Mountain Schools District Librarian pK-12
Sherry Wyman: Maine Department of Education School Library/ Technology Integration Coordinator
Endorsed by the Maine Association of School Librarians
American Association of School Librarians
Empowering Learners: Guidelines for School Library Programs
http://www.ala.org/aasl/standards/guidelines/outline
Colorado Department of Education
Highly Effective School Library Program
https://www.cde.state.co.us/cdelib/2016heslprogram
Future Ready Librarians
http://futureready.org/program-overview/librarians/
International Society for Technology Educators
New York State Education Department
School Library Media Program Evaluation Rubric
South Carolina Department of Education
South Carolina Standards for School Library Resource Collections http://www.richlandone.org/cms/lib011/SC02209149/Centricity/domain/131/library%20media/SCStandardsforSchoolLibraryResourceCollections2016.pdf
MASL endorsed as of 8/8/2017 page of